Week Three Reflection

Week 3 Reflection: Unraveling the Jigsaw of Teaching Methods

Introduction 

In the third week of our educational odyssey, we found ourselves navigating a maze of teaching strategies, only to emerge victorious with the Jigsaw method in our repertoire. It was a week of enlightenment, shared insights, and a pinch of pedagogical magic.

Class Unfold 

Our week commenced with a comprehensive exploration of teaching strategies. We ventured into a realm where every strategy was a unique flavour in the grand feast of education. Graphic organizers (Buzan, 1974), interactive teaching (Prince, 2004), and cooperative learning (Slavin, 1987), to name a few, were our tantalizing appetizers.

But the pièce de résistance was the execution of the Jigsaw teaching method. Dr. Lina challenged us not to merely observe these strategies but to experience them firsthand. It was as if we were budding chefs, asked to cook and taste the dishes we'd only read about in recipes.

The Jigsaw method was the jigsaw puzzle of education itself (Aronson, 1978). We, the learners, were divided into groups, each tasked with understanding a specific teaching strategy. My group had the intriguing task of diving into interactive teaching, a topic close to my heart.

The beauty of the Jigsaw method is in its design (Aronson, 1978). Members from each group dispersed like treasure hunters in search of wisdom, seeking experts in their designated fields. I ventured to a group dedicated to interactive teaching (Johnson & Johnson, 1986). In just a short 5-minute discussion with members from another group, all equally intrigued by interactive teaching, we crafted a definition that felt like discovering an X on the treasure map.

Armed with newfound insights (Johnson & Johnson, 1986), I returned to my original group, and together, we shared our collective wisdom regarding our assigned teaching methods. It felt like explorers returning from different expeditions, each holding a unique piece of the treasure map.

As a final test of our learning, Dr Lina picked one of us at random to summarize all the strategies we'd unravelled using the Jigsaw method (Aronson, 1978). Miraculously, we could do so with ease, as if narrating the tales of legendary explorers and their daring adventures.

Reporting - 5W1H 

Who: Our diverse cohort of knowledge-hungry learners. What: A deep dive into the diverse sea of teaching strategies, anchored by the Jigsaw teaching method. Where: Our virtual classroom transformed into an arena of discovery. When: Throughout the week, as we embarked on our expedition into the realm of teaching strategies. Why: To arm ourselves with the knowledge and tools needed to become masters of education. How: Through immersive group activities, lively discussions, and the application of teaching methods.

Respond 

I felt like an eager adventurer, fuelled by anticipation as we embarked on the week's activities. The prospect of not merely learning about teaching strategies but actively experiencing them was a rush of curiosity and excitement, akin to a child entering an amusement park of educational wonders.

Personalize 

My personal journey during this week revolved around interactive teaching. It was as if I'd stumbled upon a hidden treasure chest, resonating with my passion for crafting engaging and immersive learning experiences.

Relating 

This experience brought me back to my days as a student in high school or primary, grappling with intricate subjects. It was like revisiting the moments when a complex puzzle suddenly clicked into place, thanks to a well-crafted teaching method.

Reasoning 

The reason behind our deep dive into the Jigsaw method and teaching strategies was clear. We aimed to equip ourselves with the knowledge and tools to be effective educators. It's not just about knowing these strategies but understanding how to wield them to create dynamic and captivating learning environments.

Reconstruction 

As we look back at Week 3, our understanding of teaching strategies has blossomed. The Jigsaw method and our exploration of various teaching techniques have equipped us with a treasure trove of pedagogical tools. This week's experience has reshaped our teaching narratives, preparing us to navigate the intricate landscape of education.

Conclusion 

Week 3 was a chapter in our educational adventure marked by hands-on learning, collaboration, and the mastery of the Jigsaw teaching method (Aronson, 1978). It served as a reminder that teaching isn't just about acquiring knowledge; it's about sharing it. With each piece of the puzzle falling into place, our understanding of teaching strategies became more comprehensive, and we are poised to apply this newfound wisdom in the classroom. The adventure continues, and we are primed for what lies ahead, armed with the pedagogical tools we've gathered (Johnson & Johnson, 1986).

References

Buzan, T. (1974). Use Both Sides of Your Brain: New Mind-Mapping Techniques. Penguin.
Prince, D. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223-231.
Slavin, R. E. (1987). Cooperative Learning and Student Achievement. Educational Researcher, 16(2), 29-43.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory. Journal on Excellence in College Teaching, 25(3-4), 85-118.
Aronson, E. (1978). The jigsaw classroom. Sage Publications.

P.S. Unfortunately, no slide to share ༼ ༎ຶ ෴ ༎ຶ༽